An effective educational leader promotes the success of all students by communicating the learning community’s vision, policies, and successes to staff, students, parents, community, decision makers, legislators and media. The leader understands, responds to, and influences the systems that support the educational process. Developing and maintaining partnerships and forging relationships with multiple constituent groups, understanding emerging issues and educational trends and communicating them effectively to stakeholders are all essential leadership competencies. The effective leader plans public relations and communications strategies that build broad support and public ownership for the educational mission that is articulated. This course provides opportunity for self-assessment in developing a communications plan and an understanding of skills and strategies necessary for communicating in ways that positively impact the education of students. This is a field study course.
Week 1
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Week 2
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Week 3
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Week 4
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Week 5
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Week 6
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Week 7
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Week 8
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Journal Entries: Each week you should post a 12 paragraph summary of the name and description of your internship activity for the week as well as any reflections and insights about the week’s activities. This information should be typed into the “Internship Field Experience Journal Reflection” document.
Internship Experience Log: As part of the internship, interns must document all field experiences. For each field experience that is conducted during the 8 week internship, the intern will use the “Internship Experience Log” document. The Internship Log will be submitted to the UNE Mentor two times during the internship as well as a third time as part of the cumulative e-portfolio document.
Discussion Forum: Your instructor will post discussion questions each week that will provide an opportunity to think about broader issues related to your internship experience and share your ideas/insights with the other students in your course section.
E-Portfolio: The cumulative e-portfolio, which is submitted near the end of the course, is a product where you can share and shine! As you go through the course you have the opportunity to collect some of the artifacts and submit them for review by your UNE Mentor. Your choices of delivery are limitless but some are: PowerpPoint, Prezi, Glogster, Video, etc.
Your grade in this course will be determined by the following criteria:
Assignments | Points |
---|---|
Journal Entry (4 @ 5 points each) | 20 |
Discussion Boards (6 @ 4 points each) | 24 |
E-portfolio | 56 |
Total Points | 100 |
Grade | Points Grade | Point Average (GPA) |
A | 94 – 100% | 4.00 |
A- | 90 – 93% | 3.75 |
B+ | 87 – 89% | 3.50 |
B | 84 – 86% | 3.00 |
B- | 80 – 83% | 2.75 |
C+ | 77 – 79% | 2.50 |
C | 74 – 76% | 2.00 |
C- | 70 – 73% | 1.75 |
D | 64 – 69% | 1.00 |
F | 00 – 63% | 0.00 |
Week |
Topic |
Activities & Assignments |
Dates |
1 |
Leadership projects and venue that can be used for cumulative e-portfolio |
Readings and Viewings Course syllabus Journal Reflection Experience Log (hours) change in week 1 Threaded Discussion |
Due: March 6, 2016 at 11:55 pm. EST |
2 |
Collecting and analyzing data related to educational environments |
Readings: Data Analysis and the Principal (Creighton, T.B., 2001) Student Achievement Improvement Planning Collecting and Analyzing Data (Pickett-Hoffman, IDVA, 2012) Department of Education Office of Planning, Evaluation and Policy Development: Use of Education Data at the Local Level From Accountability to Instructional Improvement (2010) Using Data to Improve Schools What’s Working (American Association of School Administrators, Arlington, VA. 2002) Data comes Threaded Discussion Assignments: Journal Reflection Experience Log (hours) Work on cumulative e-portfolio |
Due: March 13, 2016 at 11:55 pm. EST |
3 |
Educational leaders promote the success of every student |
Readings and Viewings: None Threaded Discussion Assignments: Journal Reflection Experience Log (hours) Work on cumulative e-portfolio |
Due: March 20, 2016 at 11:55 pm. EST |
4 |
Effective leaders promote understanding, appreciation, and use of the community’s diverse cultural, social and intellectual resources |
Readings: Diversity in School: Culturally Responsive Pedagogy (The National Center for Culturally Responsive Educational Systems, 2006) School Administrator Standards Stress Leading for Learning (Superville, 2014) Wise Ways: All school personnel work effectively and equitably with racially, culturally, linguistically, and economically diverse students. (Illinois State Board of Education 2014) Wise Ways: The school culture supports teachers in practicing effective and responsive instruction to meet individual student needs. (Illinois State Board of Education 2014) Document of choice Threaded Discussion Assignments: Journal Reflection Experience Log (hours) Work on cumulative e-portfolio |
Due: March 27, 2016 at 11:55 pm. EST |
5 |
Decision making and problem solving in an administrative internship |
Readings: None Assignments: Journal Reflection Experience Log (hours) Work on cumulative e-portfolio |
Due: April 3, 2016 at 11:55 pm. EST |
6 |
Sustain productive relationships with community partners, families and caregivers |
Readings: Read or skim one article or document of your choice. Collaborative Family-School Relationships for Children’s Learning: Beliefs and Practices. Virginia Department of Education, Office of Student Services, Office of Special Education, 2002. Callender, S. & Hansen, A. Family-School Partnerships: Information and Approaches for Educators National Associates of School Psychologists. (University of Minnesota 2012). Changing Standards, Changing Relationships: Building Family-School to Promote Achievement in High Schools. School of Social Service Administration. (University of Chicago, 1998) . Academic Development Institute: Resource Manual for Solid Foundation. Wise Ways: Family Engagement Tool, 2008. Threaded Discussion Assignments Experience log (hours) Work towards collaboratively completing the ISSLC Post-Self Assessment and Supervisor Evaluation for Week 7 e-portfolio Continue to work on completion of cumulative e-portfolio |
Due: April 10, 2016 at 11:55 pm. EST |
7 |
Reflection on internship experience and define by submitting cumulative e-portfolio |
Readings: None Assignment: Submit e-portfolio |
Due: April 17, 2016 at 11:55 pm. EST |
8 |
How has the internship project has changed their professional practice by sharing with your colleagues different aspects of the project. |
Readings: None Threaded Discussion |
Due: FRIDAY, April 22, 2016 at 11:55 pm. EST |
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Education page
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
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The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
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Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.